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Supports for people with intellectual and developmental disabilities during the COVID-19 pandemic from their own perspective
- Authors:
- NAVAS Patricia, et al
- Journal article citation:
- Research in Developmental Disabilities, 108, 2021, p.103813.
- Publisher:
- Elsevier
Background: Individuals with intellectual and developmental disabilities (IDD) represent a particularly vulnerable group to the threats posed by COVID-19. However, they have not yet been given a voice on how their living conditions have been affected by COVID-19. Aims: This study aims to report the impact on people with IDD of COVID-19 and the response measures applied in Spain during the lockdown. Method: Data on 582 individuals with IDD were collected through a survey. Seven open questions were included to capture the perspectives of people with IDD on COVID-19 and its consequences. Content analysis was performed to identify themes and categories across participant responses. Chi-square tests were used to analyze the relationship between reporting a specific category and participants’ characteristics. Results: Supports have been conditioned by the living context. People living in specific settings had fewer natural supports, while those living with their family relied heavily on it. Participants also lacked supports considered necessary. It is worth stressing that persons with IDD have also provided support to others. Conclusions: Although people with IDD have generally received the assistance they need during the lockdown, it must be ensured that appropriate supports are provided regardless of the context in which they live. (Edited publisher abstract)
Doing research together: a study on the views of advisors with intellectual disabilities and non-disabled researchers collaborating in research
- Authors:
- PUYALTO Carol, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(2), 2016, p.146–159.
- Publisher:
- Wiley
Background: Despite an increase in inclusive studies in recent years, research on the views of the people with and without disabilities who have participated in these studies is scarce. The aim of this study was to explore the perceptions and views of advisors with intellectual disabilities and non-disabled researchers who collaborated together on a joint project to study transition to adulthood. Materials and Methods: Two questionnaires were devised, one for advisors and one for researchers; two focus groups were held with people with intellectual disabilities, three focus groups with researchers, and one focus group with all participants together. Thematic analysis was used for the data analysis. Results: The advisors valued this experience as an opportunity to learn new skills, freely express themselves on matters that affect them, and engage in a socially valued activity. The researchers considered that the participation of people with intellectual disabilities contributed to improving the quality of the research. Conclusions: The study provides a better understanding of inclusive research processes by taking into account participants' view (Publisher abstract)
Evaluating a research training programme for people with intellectual disabilities participating in inclusive research: the views of participants
- Authors:
- FULLANA Judit, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(4), 2017, pp.684-695.
- Publisher:
- Wiley
Background: This article presents the results of evaluating a research training programme aimed at developing the skills of people with intellectual disabilities to actively participate in inclusive research. Methods: The present authors opted for a responsive approach to evaluation, using a combination of interviews, questionnaires and focus groups to gather information on the views of students, trainers and members of the research team regarding how the programme progressed, the learning achieved and participants’ satisfaction with the programme. Results: The evaluation showed that most of the participants were satisfied with the programme and provided guidelines for planning contents and materials, demonstrating the usefulness of these types of programme in constructing the research group and empowering people with intellectual disabilities to participate in research. Conclusions: The evaluation revealed that the programme had been a positive social experience that fostered interest in lifelong learning for people with intellectual disabilities. (Publisher abstract)